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Direct linkReichenbach, Rebecca Sue Davidson – ProQuest LLC, 2023
Traditional lecture continues to dominate undergraduate instruction in science, technology, engineering, and mathematics (STEM) despite the decades-long call to alter teaching to include more student-centered, evidence-based instructional practices (EBIPs). While researchers have done some exploration of barriers to change, a need exists for…
Descriptors: Educational Change, Faculty Development, College Faculty, Longitudinal Studies
Peer reviewed
Download full textDan S. Petrescu; Armin Yazdani; Cassidy R. VanderSchee; Christopher A. Bailey; Faygie Covens; David N. Harpp – International Journal for Students as Partners, 2021
Large undergraduate courses make it difficult for students to achieve learning outcomes, in part due to the lack of resources available to course instructors to support student learning in these intimidating and often impersonal settings. One way to support instructor teaching and student learning is the implementation of undergraduate peer…
Descriptors: Undergraduate Students, College Faculty, Foreign Countries, Peer Teaching
Lin, Jingjing; Cantoni, Lorenzo – International Review of Research in Open and Distributed Learning, 2018
As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners' perspective, leaving a gap in the literature about MOOC instructors. The current research--conducted in the field of tourism and hospitality--explored early experiences of…
Descriptors: Online Courses, Large Group Instruction, Tourism, Hospitality Occupations
Piskadlo, Kevin Scott – ProQuest LLC, 2016
In their seminal 1995 article, Barr and Tagg encouraged higher education to think differently about undergraduate education and suggested that a new paradigm be adopted that focused less on what is taught and more on what is learned. Dubbed the learner-centered paradigm, this reframing of education challenges long standing practices and removes…
Descriptors: Case Studies, Educational Policy, Program Implementation, Student Centered Learning
Pettersson, Fanny; Olofsson, Anders D. – Education and Information Technologies, 2015
This paper examines possibilities and challenges when implementing distance teaching of theoretical content in a regionalized medical program (RMP). It will be argued that Cultural-Historical Activity Theory (CHAT) and the concepts of dominant and non-dominant activities, including conflicts and transitional actions, can lead to an understanding…
Descriptors: Medical Education, Large Group Instruction, Distance Education, Program Implementation
Yousef, Ahmed Mohamed Fahmy; Chatti, Mohamed Amine; Schroeder, Ulrik; Wosnitza, Marold – International Review of Research in Open and Distributed Learning, 2015
In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning…
Descriptors: Usability, Use Studies, Blended Learning, Large Group Instruction
